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Books on the topic 'Knowledge taught'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Beekman, E. M. A different magic: What a naturalist taught a novelist. Mitra Publications Group, 2001.

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2

Meurs, Wim, Robin Bruin, Liesbeth Grift, Carla Hoetink, Karin Leeuwen, and Reijnen. The Unfinished History of European Integration. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988149.

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When the Treaty of Lisbon went into effect in December 2009, the event seemed to mark the beginning of a longer phase of institutional consolidation for the EU. Since 2010, however, the EU has faced multiple crises, which have rocked its foundations and deeply challenged the narrative of 'the end of the history of integration'. The military crisis in eastern Ukraine and the refugee crisis call for a joint approach, but in practice reveal the difficulty of maintaining even the appearance of European solidarity and political unanimity. The financial and socio-economic crisis in southern Europe a

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3

Lippi, Donatella, ed. Medicina, Chirurgia e Sanità in Toscana tra '700 e '800. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-788-1.

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Three Tuscan doctors, and three intriguing professional histories. The inventory of the papers of Pietro Betti, Carlo Burci and Vincenzio Chiarugi has made available an important archive heritage, which goes to supplement the partial knowledge deriving from the biographies and works of these figures who represented the bridge between the enlightened and revolutionary eighteenth century and the following century, taut between the claims of science and political and social influences. A great season for Medicine and Surgery is revisited through the voices of three important exponents of this per

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4

Acland, Thomas Dyke. Knowledge, Duty, And Faith: Suggestions For The Study Of Principles Taught By Typical Thinkers Ancient And Modern. Kessinger Publishing, LLC, 2007.

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5

Acland, Thomas Dyke. Knowledge, Duty, And Faith: Suggestions For The Study Of Principles Taught By Typical Thinkers Ancient And Modern. Kessinger Publishing, LLC, 2007.

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6

Whyman, Susan E. The Useful Knowledge of William Hutton. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797838.001.0001.

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The Useful Knowledge of William Hutton shows the rapid rise of a self-taught workman and of the city of Birmingham during the two major events of the eighteenth century—the Industrial Revolution and the Enlightenment. Hutton achieved wealth, land, status, and literary fame, but later became a victim of violent riots. The book boldly claims that an understanding of the Industrial Revolution requires engaging with the figure of the ‘rough diamond’, a person of worth and character, but lacking in manners, education, and refinement. A cast of unpolished entrepreneurs is brought to life as they dri

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Harrod, Molly, Sanjay Saint, and Robert W. Stock. Bedside and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0005.

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The attendings made bedside teaching (or the teaching that occurs just outside of a patient’s room) a mainstay of their approach. They felt that the best way to learn was from the patients themselves. They combined their physical examination and questioning of the patient with the presentation of relevant teaching points. Attendings taught that information learned from a current patient should be applied to the next patient. In this way, what is taught builds on itself, creating a solid foundation of knowledge. Attendings would not only teach to the team but would be alert to any need to provi

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De Smedt, Bert, and Roland H. Grabner. Applications of Neuroscience to Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.48.

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In this chapter, we explore three types of applications of neuroscience to mathematics education: neurounderstanding, neuroprediction, and neurointervention.Neurounderstandingrefers to the idea that neuroscience is generating knowledge on how people acquire mathematical skills and how this learning is reflected at the biological level. Such knowledge might yield a better understanding of the typical and atypical development of school-taught mathematical competencies.Neuropredictiondeals with the potential of neuroimaging data to predict future mathematical skill acquisition and response to edu

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9

Gettier, Edmund L. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724551.003.0001.

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The contributions to this volume reflect and deepen the Gettier Problem’s impact on epistemology and on philosophical methodology. Fifty-four years ago, in his three-page paper, Edmund Gettier taught us that the generally accepted account of factual knowledge was defective because there are cases of true justified beliefs that are not knowledge. Most of the issues on our epistemological agenda since then are closely related to his lesson. To reflect on the very latest developments in the scholarship on this problem, we gathered the papers of twenty-six experts, including many of the most influ

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10

Boland, Lawrence A. Equilibrium Models in Economics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190274320.001.0001.

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Equilibrium models used in beginning economics classes are based on the equilibrium concept developed by Alfred Marshall, but that concept of an equilibrium does not correspond to the equilibrium concept recognized in modern formal mathematical models taught to graduate students. In both cases, the assumptions needed to produce explanations of economic events are open to question. The assumptions needed to prove the existence of an equilibrium in formal mathematical models are often questioned not only by older model builders but also by today’s formal model builders. This book critically exam

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11

Kamtekar, Rachana. Psychology for Sophists. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198798446.003.0003.

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Chapter 2 argues that in the Protagoras, Socrates hypothesizes, (1) ‘virtue is knowledge and vice ignorance’ because if true, it would explain how virtue can be taught (as Protagoras claims), and then argues for a ‘higher’ hypothesis, (3) ‘we always do what we believe to be the best of our options’, on the basis of a ‘highest’ hypothesis, ‘pleasure is the good’, for if true, these higher hypotheses would explain how virtue can be knowledge (as virtue’s teachability seems to require). The identification of the good with pleasure serves not only to introduce (3) in the Protagoras but also to rep

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12

Zimmermann, Jens. 7. Hermeneutics and science. Oxford University Press, 2015. http://dx.doi.org/10.1093/actrade/9780199685356.003.0007.

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Science, we have been taught, rests on strictly empirical observation, accurate measurement, and the exact verification of its results. Scientific knowledge is independent of received opinion, personal bias, and the vagaries of language. ‘Hermeneutics and science’ shows that this position of scientific objectivism and scientific positivism does not hold. It explains the hermeneutics of scientific discovery, which depends heavily on the personal intuition of a scientist whose deep familiarity with a prior theory and the relevant facts, together with the hitherto stubbornly unexplained anomalies

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Heim, Maria. The Contexts and Conditions of Buddhavacana in the Suttanta. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190906658.003.0004.

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This chapter centers on Buddhaghosa’s readings of the suttas. It argues that the nidāna, the narrative framing of the sutta, was considered crucial for interpreting it. It also argues that in Buddhaghosa’s readings, attending to the narrative frame is a way to understand the Buddha’s omniscient mind, since it shows how he taught doctrine to particular interlocutors whom he, uniquely, understood. We are concerned here with pariyāya knowledge, that which speaks to a particular context. This chapter shows how Buddhaghosa considered context to be essential for interpreting this form of teaching by

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14

Moran Cruz, Jo Ann H., ed. A Cultural History of Education in the Medieval Age. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350035041.

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The medieval world was a rich blend of cultures and religions within which individuals were shaped and schooled. Men and women learned, taught, worked, fought, and prayed in social contexts that witnessed an expansion of literacy and learning. The chapters in this volume illustrate the extent to which medieval education formed the foundation of the modern educational enterprise. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Medieval Age presents essays that examine the following key themes of

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15

Shaw, Carolyn Martin. Sticks and Scones. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039638.003.0002.

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This chapter examines the Homecraft movement in colonial Zimbabwe and the ways it encouraged women to move beyond the confines of their homes, to join in common cause with non-kin, and to name their desires. Colonial white women who were members of the Federation of Women's Institutes of Southern Rhodesia (FWI) turned to political activism with the founding of Homecraft Clubs for black women. The FWI's systematization of knowledge about home economics was concomitant with the white women's heightened sense of Rhodesian nationalism. As white women taught domesticity and community service to bla

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16

Walton, Christopher. Agency and the Semantic Web. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780199292486.001.0001.

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This highly topical text considers the construction of the next generation of the Web, called the Semantic Web. This will enable computers to automatically consume Web-based information, overcoming the human-centric focus of the Web as it stands at present, and expediting the construction of a whole new class of knowledge-based applications that will intelligently utilize Web content. The text is structured into three main sections on knowledge representation techniques, reasoning with multi-agent systems, and knowledge services. For each of these topics, the text provides an overview of the s

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Heim, Maria. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190906658.003.0007.

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The conclusion recapitulates the main arguments of the book, describing the argument that the Buddha’s qualities and omniscience were considered essential for Buddhaghosa’s theory of scripture and commentarial practice. It also restates claims made throughout the book about the importance of context, noting that the distinction between contextual knowledge as given in the Suttanta and the Vinaya is to be contrasted with the more categorical and abstract teachings of the Abhidhamma. The Conclusion also notes the importance of studying traditional commentarial theories of text, genre, and exeges

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18

Tutino, Stefania. Jesuit Probabilism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190694098.003.0003.

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This chapter examines the fullest formulation of probabilism as it was articulated by the Jesuit theorists and professors of theology at the Roman College, which by the end of the sixteenth century had become the center of Jesuit knowledge. This chapter focuses in particular on Francisco de Toledo, Gregorio de Valencia, Francisco Suárez, and Gabriel Vázquez. Through an analysis of a substantial number of these authors’ manuscripts alongside their printed work, this chapter shows how probabilism evolved into a coherent and wide-ranging intellectual system for dealing with human uncertainty. Fur

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19

Busch, K. C. Framing of Climate Change in United States Science Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228620.013.572.

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Although future generations—starting with today’s youth—will bear the brunt of negative effects related to climate change, some research suggests that they have little concern about climate change nor much intention to take action to mitigate its impacts. One common explanation for this indifference and inaction is lack of scientific knowledge. It is often said that youth do not understand the science; therefore, they are not concerned. Indeed, in science educational research, numerous studies catalogue the many misunderstandings students have about climate science. However, this knowledge-def

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20

Kellerman, Barbara. Occupation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695781.003.0005.

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Given that leadership remains an occupation, the chapter explores the nature of occupations. It asks what it is about the exercise of leadership that makes us think it can be learned quickly and easily—and taught superficially and haphazardly to many people in many different situations. Part of the problem is leadership theory, which is inconsistent, almost incoherent. Again, leadership is compared to medicine and law, each of which benefits from having a coherent body of knowledge that students in professional schools are expected to master. In contrast, two experts describe leadership as a “

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21

Goodman, Martin. The Nature of Jewish Studies. Edited by Martin Goodman. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199280322.013.0001.

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The recognition of Jewish studies as an area of knowledge worthy of research and teaching in universities is a quite recent phenomenon. From an exceedingly small base in the first half of the twentieth century, the subject has now burgeoned. The great centres for research and teaching reflect the main contemporary centres of the Jewish population, Israel and North America, but Jewish studies are also now taught in other countries where Jews live in large numbers. This explosion of interest, particularly since the 1960s, has led to a massive increase in the number of scholars for whom research

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22

Willett, Walter C. The Role of Nutrition in Integrative Preventive Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190241254.003.0010.

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Until recently, and still today in low-income countries, undernutrition during pregnancy and early childhood was a major cause of mortality. However, in recent decades, noncommunicable diseases account for the majority of premature deaths both in the United States and globally. Although dietary factors have been identified as the most important causes of this, physicians and other healthcare providers are taught little about nutrition in medical school or fellowship training. In conventional medical practice almost no attention is given to knowing what a patient is eating or providing dietary

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23

Nunes, Terezinha. Thinking in Action and Beyond. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0013.

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Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical probl

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24

Connolly, Michael. SAGE & THYME. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0024.

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Unhelpful communication behaviours by nurses are known to block patients with cancer from thinking for themselves and so a new approach to training emotional support has emerged from practice. Foundation-level communication skills, including patient-centredness, are being taught in the United Kingdom within a three-hour workshop. Within it, teachers of communication skills are attempting to bridge the gap between published knowledge and clinical practice, using a structured and sequential model known as SAGE & THYME. The model is described as a starter kit to help health workers to listen

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Guillery, Ray. The role of the brain. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806738.003.0001.

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This chapter introduces two interpretations of how we know about the world. One, the standard, sensory-to-motor view, is that physical actions for sounds, lights, tastes, smells, and so on act on our sense organs to produce messages that are sent through the nervous system to the cerebral cortex, where the relevant structures of the world can be recognized and appropriate motor actions can be initiated. The other is an interactive sensorimotor view where the nervous system records our interactions with the world, abstracting our knowledge about the world from these interactions. These two oppo

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Tiwari, Sandip. Nanoscale Device Physics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198759874.001.0001.

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Nanoscale devices are distinguishable from the larger microscale devices in their specific dependence on physical phenomena and effects that are central to their operation. The size change manifests itself through changes in importance of the phenomena and effects that become dominant and the changes in scale of underlying energetics and response. Examples of these include classical effects such as single electron effects, quantum effects such as the states accessible as well as their properties; ensemble effects ranging from consequences of the laws of numbers to changes in properties arising

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Forrest, Stephen R. Organic Electronics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198529729.001.0001.

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Organic electronics is a platform for very low cost and high performance optoelectronic and electronic devices that cover large areas, are lightweight, and can be both flexible and conformable to irregularly shaped surfaces such as foldable smart phones. Organics are at the core of the global organic light emitting device (OLED) display industry, and also having use in efficient lighting sources, solar cells, and thin film transistors useful in medical and a range of other sensing, memory and logic applications. This book introduces the theoretical foundations and practical realization of devi

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Petchey, Owen L., Andrew P. Beckerman, Natalie Cooper, and Dylan Z. Childs. Insights from Data with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198849810.001.0001.

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Knowledge of how to get useful information from data is essential in the life and environmental sciences. This book provides learners with knowledge, experience, and confidence about how to efficiently and reliably discover useful information from data. The content is developed from first- and second-year undergraduate-level courses taught by the authors. It charts the journey from question, to raw data, to clean and tidy data, to visualizations that provide insights. This journey is presented as a repeatable workflow fit for use with many types of question, study, and data. Readers discover h

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29

Galpin, Timothy. Winning at the Acquisition Game. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198858560.001.0001.

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Winning at the Acquisition Game is a collection of the best materials, insights, tools, and templates which comprise the popular Mergers and Acquisitions course taught in the MBA and Executive MBA programs at the Saïd Business School, University of Oxford. Each chapter provides readers with practical knowledge and tools to help them understand the entire mergers and acquisitions (M&A) process from pre-deal strategy and due diligence, through transaction valuation, negotiations, and closing, to post-deal implementation, workforce motivation, innovation for revenue growth, and results measur

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Bodenham, Andrew R. Vascular access during anaesthesia. Edited by Michel M. R. F. Struys. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0049.

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Vascular access, both arterial and venous, at peripheral and more central sites is relatively new in historical medical terms and has only really developed into mainstream practice in the last 60 years. Other routes of drug and fluid administration via the gut and inhalation preceded it by centuries. It is a core skill for anaesthetists and intensivists, yet is not always well taught or is left out of core training curricula, with the assumption that skills will just be picked up early along the way. Like many procedures, it can be surprisingly easy to learn the basics, but many hazards and di

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Treiman, Rebecca. Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.001.0001.

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This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. Th

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Ragsdale, Lindsay B., and Elissa G. Miller, eds. Pediatric Palliative Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190051853.001.0001.

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What Do I Do Now: Pediatric Palliative Care succinctly describes the palliative care approach to children with serious illness and provides practical guidance to clinicians and trainees. This book address physical, emotional, social, cultural, and spiritual needs of ill children and their families. Many clinicians want to help children that are seriously ill but have not been taught the skills or practice guidelines to attend to their needs. This book walks a provider through a challenging clinical pediatric case and outlines how to think through clinical dilemmas and respond to the patient an

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33

Ingram, Jenni. Patterns in Mathematics Classroom Interaction. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869313.001.0001.

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Classroom interaction has a significant influence on teaching and learning mathematics. It is through interaction that we solve problems, build ideas, make connections, and develop our understanding. This book aims to describe, exemplify, and consider the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, the book considers

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Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.

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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in

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35

Boudreau, J. Donald, Eric Cassell, and Abraham Fuks. Physicianship and the Rebirth of Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.001.0001.

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This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients

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36

Aminoff, Michael J. Sir Charles Bell. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190614966.001.0001.

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Charles Bell (1774–1842) was a Scottish anatomist–surgeon whose original ideas on the nervous system have been equated with those of William Harvey on the circulation. He suggested that the anterior and posterior nerve roots have different functions, and based on their connectivity he showed that different parts of the brain have different functions. He noted that individual peripheral nerves actually contain nerve fibers with different functions, that nerves conduct only in one direction, that sense organs are specialized to receive only one form of sensory stimulus, and that there is a sixth

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Frey, Perry A., and Adrian D. Hegeman. Enzymatic Reaction Mechanisms. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780195122589.001.0001.

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Books dealing with the mechanisms of enzymatic reactions were written a generation ago. They included volumes entitled Bioorganic Mechanisms, I and II by T.C. Bruice and S.J. Benkovic, published in 1965, the volume entitled Catalysis in Chemistry and Enzymology by W.P. Jencks in 1969, and the volume entitled Enzymatic Reaction Mechanisms by C.T. Walsh in 1979. The Walsh book was based on the course taught by W.P. Jencks and R.H. Abeles at Brandeis University in the 1960's and 1970's. By the late 1970's, much more could be included about the structures of enzymes and the kinetics and mechanisms

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38

Jancura, Daniel, and Erik Sedlák. Bioenergetika. Univerzita Pavla Jozefa Šafárika, Vydavateľstvo ŠafárikPress, 2021. http://dx.doi.org/10.33542/be2021-0022-6.

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Prekladaný vysokoškolský učebný text „Bioenergetika“ by mal slúžiť ako úvod do problematiky štúdia v oblasti bioenergetiky. Táto vedná oblast je v súčasnosti vysoko aktuálna, pretože výsledky získané bioenergetickým výskumom v uplynulých rokoch zreteľne ukazujú, že bioenergetické procesy prebiehajúce v živých systémoch neslúžia “len” na transformáciu energie, ale ovplyvňujú aj priebeh procesov ako sú apoptóza, starnutie, vznik a rozvoj mnohých ochorení (predovšetkým neurodegeneratívnych). Tieto skutočnosti jednoznačne naznačujú potrebu existencie kvalitných učebných textov, ktoré by prijateľný

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